- Formation
- Maths and Sciences
- Play
- Wellness
I don’t think anyone would argue that play is good for little kids (well, at least, not around here). My own children, aged eight, six, and three, will play till the cows come home. One of my favorite things is secretly watching or listening to them play: pure magic, pure genius.
But most of my waking hours are spent with teenagers, and I don’t think there are enough people in the world who get to see that same magic and genius watching teens play.
At this school, “play” has a specific meaning and function and is not synonymous with “free-time.” The National Institute of Play shares some definitions of play: Play is a state of being and not necessarily defined by specific behaviors or activities. Play produces enjoyment and is self-motivating so that a person wants to continue and repeat the activity. We all play in different ways. There are different categories or levels of play, such as free-play (intrinsically motivated) or directed play (extrinsically motivated).1
One of my goals as a teacher this year is to let the big kids play, too. They desperately need to play as much as my three-year-old does. Their brains, bodies, hearts, and souls need it.2 For teens, play can help them develop skills such as executive functioning, creativity, social and emotional management, and fine and gross motor skills. Play provides ample opportunities to grow in virtues such as integrity, justice, and humility.3 Incorporating more play into our school day has required some restructuring of in-class activities and schedule, but it has been well worth it so far.
In our seventh grade math class, we often have a selection of puzzles, riddles, scavenger hunts, “escape rooms”, or card games to play in class. This would be considered directed play, but I try to provide a variety of choice to allow for some students' ownership. At the end of the semester, students worked in small groups to create their own math games, and then we played them in class. This activity allowed for more independence in how they played, and we all had lots of fun.
In eighth grade science, directed play might be building with Tinker Toys or launching acorns 25 feet into the air with a parachute. For some of us, chucking eggs from the top of the roof is play, while for others, it might be water relays or building Rube Goldbergs.
We always get out for a short recess each class period, and here the students can engage in free-play. This is the most beautiful thing to witness. A group of girls will always walk and talk along the path around the pond. Third period will always organize a quick game of soccer or baseball. Street volleyball happens fifth period, rain or shine. There is a constant battle to be King in a game of four-square. And, Mrs. Mueller’s fifth period will throw down an intense game of Infection.
As it turns out, the students still acquired much knowledge in the fields of math and science, along with a few other things here and there – how to be good, wise, clever, kind, fully human persons.
"Play is often talked about as if it were a relief from serious learning. But for children play is serious learning."
— Fred Rogers
1 “The Basics.” National Institute for Play, nifplay.org/what-is-play/the-basics/. Accessed 23 Jan. 2025.
2 Hayes, Heather. “The Importance Of Play For Adolescents.” Heather Hayes & Associates, 7 July 2021, heatherhayes.com/the-importance-of-play-for-adolescents/. Accessed 23 Jan. 2025.
3 Conklin, Hilary G. “Playtime Isn’t Just for Preschoolers-Teenagers Need It, Too.” Time, 3 Mar. 2015, time.com/3726098/learning-through-play-teenagers-education/. Accessed 23 Jan. 2025.